Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Recently, there has been a widespread movement to implement culturally relevant pedagogical practices into engineering curricula. However, many faculty members do not necessarily know what this means or even how to accomplish the task. For faculty who do have knowledge in being culturally responsive, it is often a struggle to identify finite means by which to implement these ideas into engineering courses and to determine quantitative measures of success.
The following paper will examine the results of a systematic inquiry project undertaken as part of the author’s participation in the Certificate of College Teaching and Learning in Hispanic Serving Institutions through ESCALA Educational Services Inc. Through the project, the author took a third-year structural analysis class on a “tour of the world” through pictures, redesigned example problems, stories, and a World Structures Report and Presentation assignment.
In addition to the implementation of the course, assessment data will be presented for two groups of students. The data for the first group includes the analysis of qualitative and quantitative post-test data, while the results of the second group will include a pre-test/post-test comparison to measure the students’ increase in cultural awareness.
Battistini, A. (2020, June), Integrating World Structures Reports, Presentations, and Themed Notes Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34849
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